Effects of Interventions That Include Aided Augmentative and Alternative Communication Input on the Communication of Individuals With Complex Communication Needs: A Meta-Analysis Purpose The purpose of this meta-analysis was to investigate the effects of augmentative and alternative communication (AAC) interventions that included aided AAC input (e.g., aided AAC modeling, aided language modeling, aided language stimulation, augmented input) on communicative outcomes (both comprehension and expression) for individuals with developmental disabilities who use AAC. ... Review Article
Review Article  |   July 13, 2018
Effects of Interventions That Include Aided Augmentative and Alternative Communication Input on the Communication of Individuals With Complex Communication Needs: A Meta-Analysis
 
Author Affiliations & Notes
  • Tara O'Neill
    Department of Communication Sciences and Disorders, The Pennsylvania State University, University Park
  • Janice Light
    Department of Communication Sciences and Disorders, The Pennsylvania State University, University Park
  • Lauramarie Pope
    Department of Communication Sciences and Disorders, The Pennsylvania State University, University Park
  • Disclosure: The authors have declared that no competing interests existed at the time of publication.
    Disclosure: The authors have declared that no competing interests existed at the time of publication. ×
  • Correspondence to Tara O'Neill: tao5012@psu.edu
  • Editor-in-Chief: Sean Redmond
    Editor-in-Chief: Sean Redmond×
  • Editor: Joe Reichle
    Editor: Joe Reichle×
Article Information
Augmentative & Alternative Communication / Language / Review Articles
Review Article   |   July 13, 2018
Effects of Interventions That Include Aided Augmentative and Alternative Communication Input on the Communication of Individuals With Complex Communication Needs: A Meta-Analysis
Journal of Speech, Language, and Hearing Research, July 2018, Vol. 61, 1743-1765. doi:10.1044/2018_JSLHR-L-17-0132
History: Received April 12, 2017 , Revised August 8, 2017 , Accepted February 5, 2018
 
Journal of Speech, Language, and Hearing Research, July 2018, Vol. 61, 1743-1765. doi:10.1044/2018_JSLHR-L-17-0132
History: Received April 12, 2017; Revised August 8, 2017; Accepted February 5, 2018

Purpose The purpose of this meta-analysis was to investigate the effects of augmentative and alternative communication (AAC) interventions that included aided AAC input (e.g., aided AAC modeling, aided language modeling, aided language stimulation, augmented input) on communicative outcomes (both comprehension and expression) for individuals with developmental disabilities who use AAC.

Method A systematic search resulted in the identification of 26 single-case experimental designs (88 participants) and 2 group experimental designs (103 participants). Studies were coded in terms of participants, intervention characteristics, dependent variables, outcomes, and quality of evidence.

Results AAC interventions that included aided AAC input in isolation, or as part of a multicomponent intervention, were found to be highly effective across participants of various ages, disabilities, and language skills. The interventions typically included aided AAC input in conjunction with expectant delay, direct prompting (e.g., spoken, gestural), contingent responding, and open-ended questions. The interventions were found to be highly effective in supporting both comprehension and expression across the domains of pragmatics, semantics, and morphosyntax. Outcomes related to expression were reported more often than outcomes related to comprehension.

Conclusion Aided AAC input may reduce input–output asymmetry and enhance expression and comprehension for individuals who use AAC; the evidence suggests that partners should utilize this strategy. Future research is needed to investigate the effects of AAC input (aided and unaided) on long-term language development for individuals who require AAC.

Supplemental Material https://doi.org/10.23641/asha.6394364

Acknowledgment
This project was conducted in partial fulfillment of the first author's doctoral training. It was supported, in part, by funding from the (a) Penn State AAC Leadership Project, a doctoral training grant funded by U.S. Department of Education Grant H325D110008 (awarded to Tara O’Neill, principal investigator: Janice Light), and (b) Rehabilitation Engineering Research Center on Augmentative and Alternative Communication, funded by Grant 90RE5017 from the National Institute on Disability, Independent Living, and Rehabilitation within the Administration for Community Living of the U.S. Department of Health and Human Services (principal investigators: David Beukelman, Susan Fager, Melanie Fried-Oken, Tom Jakobs, Janice Light, and David McNaughton).
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